Danielle Florey- Social Studies

Statement of Objective: Students will complete a drawing of a pond ecosystem with at least 5 features in it. Accommodations*Observable/Measurable(Audience,Behavior,Condition,Degree)*GLCE/IEP 3 G1.0.2 Use thematic maps to identify and describe the physical and human characteristics of MichiganMaterials:*Prepared and organized*Available for allOpening: Review activity- explain rules*Gain attention/motivate Have them walk to different sides of the room based on the answer to these questions*Activate prior knowledge ~link/relate; assess; prepare for new We are currently in Lansing? True/False learning (e.g. vocabulary) Which peninsula are we on? Upper/lower*State goals/set purpose Is Michigan bordered by Canada? True/False ~explain task: why, what, how, and Which state borders/touches Michigan? Illinois/Wisconsinwhen Which county are we in? Barry/Ingham for strategies Lake Superior is the largest Great Lake? True/False*Clear directions Do you remember learning about ecosystems in science? yes/noPresentation: Have kiddos get books! Make sure to writeTeacher: what is said to*Variety of learning (T/S, S/S, S/T) help those who Do think aloud of the word ecosystem!*Organizational framework need the visual -break it down into eco & system ~construct, clarify, and link concepts in processing -relate it back to sciencea meaningful context*Present visually, verbally, Open books to page 23kinesthetically, -Review food chain real world (e.g. LESH)*Model and think aloud to make visible Look at page 24 ~language practices/processes -Who can name different parts of a pond ecosystems? ~learning strategies and adaptations -Name & explain the role of each part(how, -Put the list up on the flipchart board when and why) -pond into stream (I do) ~organization, relationships, and clues -trees (We do)*Transfer of control -beavers make it a pond ~students explain, justify, clarify, etc. -then fish*Clear directions -then bugs & insects*Check for understanding -then bald eagles ~appropriate feedback: praise, prompt -can you think of anything missing?-look at page 25 (you do) turtles, ducks, etc probe/question (in ZPD) ~assess/error drill ~monitor and adjust instruction -people took the beaver for furStudents: -then the pond became smaller*Participation -less fish ~overt and active -trees cut ~instructional dialogue, think aloud, -no bald eagles explain, justify, evaluate, etc.Guided Practice: Check for understanding (thumbs up or down if you think you know a pond ecosystem) Some students*Activity related to Thumbs up if you think yes. Thumbs down if you think no might want blankpresentation/objectives -a car is in a pond ecosystem paper to draw on*Active student participation -a fish is in a pond ecosystem your use ~provide rationale for assignment -a bird is in a pond ecosystem something besides ~multi-sensory and real world -a human is in a pond ecosystem (can be either) a crayon since it is ~instructional dialogue -a desk is a pond ecosystem easier to hold. *Transfer of control Allow students ~students explain, justify, clarify, think that choice if Any questions?! aloud needed*Check for understanding ~ensure high success rate -Put away books ~appropriate feedback: praise, prompt, -get out spiral notebooks & crayons probe/question (in ZPD) -draw a pond ecosystem with at least 5 features (water, trees, fish, bird, bugs, etc)Individual Practice: -bring Ms. Florey your ecosystem drawings!~assess/error drill ~monitor and adjust instruction*Management/monitoring ~scan, circulate, assess, support, praiseClosing: Ask what type of things they added to their ecosytems? N/A*Adequate time Connect it to pond study we will do at camp! Will be looking at different parts of the pond*Students summarize content and ecosystem (living vs. nonliving) accomplishments*Assess/identify new goals*Link to future learning